Download 5th Grade Social Studies Curriculum

Social Studies
Curriculum
5th Grade Social Studies Curriculum
Strand: History
Content Standard I : Students are able to identify important people and events in order to analyze significant patterns,
relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to
understand the complexity of the human experience.
5-Benchmark I-A—New Mexico: Explore and explain how people and events have influenced the development of New Mexico
up to the present day.
Grade
5
Performance
Standards
1. Describe changes of governance of New Mexico (e.g., indigenous, Spanish, Mexican, French, Texan, United
States).
2. Explain the reasons for European exploration of the Americas.
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5th Grade Social Studies Curriculum
Strand: History
Content Standard I : Students are able to identify important people and events in order to analyze significant patterns,
relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to
understand the complexity of the human experience.
5-Benchmark I-B—United States: Analyze and interpret major eras, events, and individuals from the periods of exploration and
colonization through the Civil War and Reconstruction in United States history.
Grade
5
Performance
Standards
1. Explain the motivations for the European exploration of the Americas (e.g., Leif Ericson, Christopher Columbus,
John Cabot, Hernán Cortez, Jacques Cartier, Henry Hudson)
2. Describe and explain the reasons for colonization, to include:
 religious freedom
 desire for land
 economic opportunity
 a new way of life, including the role and views of key individuals who founded colonies (e.g., John Smith,
William Penn, Lord Baltimore).
3. Explain the significance of major historical documents (e.g., the Mayflower Compact, the Declaration of
Independence, Federalist Papers, United States Constitution, Bill of Rights, the Gettysburg Address).
4. Identify the interactions between American Indians and European settlers, including agriculture, cultural
exchanges, alliances, and conflicts (e.g., the First Thanksgiving, the Pueblo Revolt, French and Indian War).
5. Describe how the introduction of slavery into the Americas, and especially the United States, laid a foundation for
conflict.
6. Explain early representative government and identify democratic practices that emerged (e.g., Iroquois Nation
model, town meetings, assemblies).
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5th Grade Social Studies Curriculum
Strand: History
Content Standard I : Students are able to identify important people and events in order to analyze significant patterns,
relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to
understand the complexity of the human experience.
5-Benchmark I-C—World: Compare and contrast major historical eras, events, and figures from ancient civilizations to the Age
of Exploration.
Grade
5
Performance
Standards
1. Describe the characteristics of early societies, including the development of tools and adaptation to environments.
2. Identify, describe, and explain the political, religious, economic and social conditions in Europe that led to the Era
of Colonization.
3. Identify the European countries that colonized the North American continent and their areas of settlement.
4. Describe the development of slavery as a widespread practice that limits human freedoms and potentials.
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5th Grade Social Studies Curriculum
Strand: History
Content Standard I : Students are able to identify important people and events in order to analyze significant patterns,
relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to
understand the complexity of the human experience.
5- Benchmark I-D—Skills: Research historical events and people from a variety of perspectives.
Grade
5
Performance
Standards
1. Differentiate between, locate, and use primary and secondary sources (e.g., computer software, interviews,
biographies, oral histories, print, visual material, artifacts) to acquire information.
2. Use resources for historical information (e.g., libraries, museums, historical societies, courthouse, world wide web,
family records, elders).
3. Gather, organize, and interpret information using a variety of media and technology.
4. Show the relationship between social contexts and events.
5. Use effective communication skills and strategies to share research findings.
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5th Grade Social Studies Curriculum
Strand: Geography
Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in
which people live, and how societies interact with one another and their environments.
5-Benchmark II-A: Analyze and evaluate the characteristics and purposes of geographic tools, knowledge, skills and
perspectives and apply them to explain the past, present, and future in terms of patterns, events, and issues.
Grade
5
Performance
Standards
1. Make and use different kinds of maps, globes, charts, and databases.
2. Demonstrate how different areas of the United States are organized and interconnected.
3. Identify and locate each of the fifty states and capitols of the United States.
4. Identify tribal territories within states.
5. Employ fundamental geographic vocabulary (e.g., latitude, longitude, interdependence, accessibility, connections).
6. Demonstrate a relational understanding of time zones.
7. Use spatial organization to communicate information
8. Identify and locate natural and man-made features of local, regional, state, national, and international locales.
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5th Grade Social Studies Curriculum
Strand: Geography
Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in
which people live, and how societies interact with one another and their environments.
5-Benchmark II-B: Explain the physical and human characteristics of places and use this knowledge to define regions, their
relationships with other regions, and their patterns of change.
Grade
5
Performance
Standards
1. Describe human and natural characteristics of places.
2. Describe similarities and differences among regions of the globe, and their patterns of change.
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5th Grade Social Studies Curriculum
Strand: Geography
Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in
which people live, and how societies interact with one another and their environments.
5-Benchmark II-C: Understand how human behavior impacts man-made and natural environments, recognizes past and
present results, and predicts potential changes.
Grade
5
Performance
Standards
1. Describe how man-made and natural environments have influenced conditions in the past.
2. Identify and define geographic issues and problems from accounts of current events.
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5th Grade Social Studies Curriculum
Strand: Geography
Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in
which people live, and how societies interact with one another and their environments.
5-Benchmark II-D: Explain how physical processes shape the Earth’s surface patterns and biosystems.
Grade
5
Performance
Standards
1. Explain how the four provinces of New Mexico’s land surface (plains, mountains, plateau, and basin and range)
support life.
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5th Grade Social Studies Curriculum
Strand: Geography
Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in
which people live, and how societies interact with one another and their environments.
5-Benchmark II-E: Understand how economic, political, cultural, and social processes interact to shape patterns of human
populations, and their interdependence, cooperation, and conflict.
Grade
5
Performance
Standards
1. Explain how physical features influenced the expansion of the United States.
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5th Grade Social Studies Curriculum
Strand: Geography
Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in
which people live, and how societies interact with one another and their environments.
5-Benchmark II-F: Understand the effects of interactions between human and natural systems in terms of changes in meaning,
use, distribution, and relative importance of resources.
Grade
5
Performance
Standards
1. Understand how resources impact daily life.
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5th Grade Social Studies Curriculum
Strand: Civics and Government
Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and
history of the founding documents of the United States with particular emphasis on the United States and New Mexico
constitutions and how governments function at local, state, tribal, and national levels.
5-Benchmark III-A: Understand the structure, functions, and powers of government (local, state, tribal and national).
Grade
5
Performance
Standards
1. 1. Explain how the three branches of national government function and understand how they are defined in the
United States Constitution.
2. Identify the fundamental ideals and principles of our republican form of government (e.g., inalienable rights (“life,
liberty, and the pursuit of happiness”), the rule of law, justice, equality under the law).
3. Identify and describe the significance of American symbols, landmarks, and essential documents (e.g., Declaration
of Independence; United States Constitution; Bill of Rights; Federalist Papers; Washington, DC; Liberty Bell;
Gettysburg Address; Statute of Liberty; government to government accords; Treaty of Guadalupe Hildago;
Gadsden Purchase).
4. Compare and contrast the basic government sovereignty of local, state, tribal, and national governments.
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5th Grade Social Studies Curriculum
Strand: Civics and Government
Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and
history of the founding documents of the United States with particular emphasis on the United States and New Mexico
constitutions and how governments function at local, state, tribal, and national levels.
5-Benchmark III-B: Explain the significance of symbols, icons, songs, traditions, and leaders of New Mexico and the United
States that exemplify ideals and provide continuity and a sense of unity.
Grade
5
Performance
Standards
1. Explain the significance and importance of American customs, symbols, landmarks, and celebrations.
2. Identify and summarize contributions of various racial, ethnic, and religious groups to national identity.
3. Describe selected ethnic and religious customs and celebrations that enhance local, state, tribal, and national
identities.
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5th Grade Social Studies Curriculum
Strand: Civics and Government
Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and
history of the founding documents of the United States with particular emphasis on the United States and New Mexico
constitutions and how governments function at local, state, tribal, and national levels.
5-Benchmark III-C: Compare political philosophies and concepts of government that became the foundation for the American
Revolution and the United States government.
Grade
5
Performance
Standards
1. Describe the narrative of the people and events associated with the development of the United States Constitution
and describe its significance to the foundation of the American republic, to include:
 colonists’ and Native Americans’ shared sense of individualism, independence, and religious freedom that
developed before the Revolution
 Articles of Confederation
 purpose of the Constitutional Convention
 natural rights expressed in the Declaration of Independence
2. Describe the contributions and roles of major individuals, including George Washington, James Madison, and
Benjamin Franklin.
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5th Grade Social Studies Curriculum
Strand: Civics and Government
Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and
history of the founding documents of the United States with particular emphasis on the United States and New Mexico
constitutions and how governments function at local, state, tribal, and national levels.
5-Benchmark III-D: Explain how individuals have rights and responsibilities as members of social groups, families, schools,
communities, states, tribes, and countries.
Grade
5
Performance
Standards
1. Explain the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans
within a unified nation, to respect the rule of law, and to preserve the constitution of local, state, tribal and federal
governments.
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5th Grade Social Studies Curriculum
Strand: Economics
Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of
economic systems (including the market economy) on individuals, families, businesses, communities, and governments.
5-Benchmark IV-A: Explain and describe how individuals, households, businesses, governments, and societies make decisions,
are influenced by incentives (economic as well as intrinsic) and the availability and use of scarce resources, and that their
choices involve costs and varying ways of allocating.
Grade
5
Performance
Standards
1. Understand the impact of supply and demand on consumers and producers in a free enterprise system.
2. Understand the patterns of work and economic activities in New Mexico and the United States (e.g., farming,
ranching, oil and gas production, high tech, manufacturing, medicine).
3. Describe the aspects of trade.
4. Explain how voluntary trade is not coercive.
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5th Grade Social Studies Curriculum
Strand: Economics
Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of
economic systems (including the market economy) on individuals, families, businesses, communities, and governments.
5-Benchmark IV-B: Explain how economic systems impact the way individuals, households, businesses, governments and
societies make decisions about resources and the production and distribution of goods and services.
Grade
5
Performance
Standards
1. Explain how all economic systems must consider the following: What will be produced? How will it be produced?
For whom will it be produced?
2. Identify the influence of bordering countries (Canada and Mexico) on United States commerce.
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5th Grade Social Studies Curriculum
Strand: Economics
Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of
economic systems (including the market economy) on individuals, families, businesses, communities, and governments.
5-Benchmark IV-C: Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their
continuation in today’s world.
Grade
5
Performance
Standards
3. Explain how all economic systems must consider the following: What will be produced? How will it be produced?
For whom will it be produced?
4. Identify the influence of bordering countries (Canada and Mexico) on United States commerce.
Learning Activities:
Assessments:
Resources:
5th Grade Social Studies Curriculum
Strand: Economics
Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of
economic systems (including the market economy) on individuals, families, businesses, communities, and governments.
5-Benchmark IV-C: Understand the patterns and results of trade and exchange among individuals, households, businesses,
governments, and societies, and their interdependent qualities.
Grade
Performance
Standards
5
1. Understand basic economic patterns of early societies (e.g., hunter-gathers, early farming, business).
2. Understand the economic motivation of exploration and colonization by colonial powers.
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